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This paper reports on the re-design of a computer programming class for students of mechanical engineering. The content was re-designed using Cognitive Load Theory; the delivery was redesigned using on-line technologies. Student learning was objectively assessed; it improved and the drop-out rate reduced. A previous paper reported on greatly improved student attitudes and instructor reviews. This paper reports on objective data: comparing student performance on identical final exams. Note is made of improved learning by non-traditional engineering students. This paper also reports on two additional teaching strategies that were deployed to improve learning. Finally, this work points to the next step in this evolving redesign.

2009 annual conference and exposition proceedings

Distance Learning And Cognitive Load Theory To Improve Traditional And Non Traditional Student Learning Of Computer Programming For Mechanical Engineers: Quantitative Assessment